Abstract
The parents of children with ASD generally have increased parenting stress. This study aimed to explore the experiences of parents of children with Autism Spectrum Disorder (ASD) in inclusive classrooms. I employed phenomenology research design through focus group with five parents. Key experiences were identified, including academic hurdles stemming from societal conditions, inconsistent administrative support, societal stigma, and financial constraints impacting access to resources. The findings highlighted the importance of collaboration between parents and educators, the need for targeted teacher training, and the significance of addressing societal perceptions of autism. This research underscored the urgent need for systemic changes to enhance inclusive education for children with ASD, ultimately promoting better educational outcomes and support for families.
